Non Linear Method for Math Learning

Special Learning Camp Interim intervention for std 3 to 5In

CG, MH, MP and OD

•Read India Classes:Major focus only on Bundle –

Tilli along with Currency and word problems

(whole ,small, Individual group).

•Learning Camp :CRL along with volunteers

conducted camp focused on competency based

learning.

Practicing on different methodology

Class Mode

Camp Mode

We used linear method in both mode

No Rec.

Add

Sub

Mult.

Div

• To find out the effectiveness of nonlinear method.

• The objective of non linear method channelize children's capability of learning more than one concept at a time.

• The focus of learning camp is to give them opportunity to explore many thing together

• To see weather students with less number recognitions are able to perform basic math operations.

Step towards non linear approach

SET

GOALS

Number recogniti

on

Geometry

Measurement

Fraction

DivisionMultiplicationSubtra

ctionAddition

• Modification done of ASER Math testing tool.• Conducted testing with modified ASER Math testing tool.• Conducted testing with regular ASER language testing tool too.

Process

Testing

Duration

• Camp was conducted in two phases.• Each camp was conducted for ten days.• The duration of this camp was for 3 hours per day.• Gap between two camps was 12 days.• Formation was based on learning levels.• In this camp every group had the chance to move to new volunteer for learning the further competencies. • Teaching was done by combination of both SRGs and volunteers.

Group formatio

n

In this camp we gave a chance to each child to learn at least 3 other competencies which they

were not able to solve.

Material

• Number Chart

• Expansion chart

• Oral addition, subtraction and comparison Chart

•Straw and Rubber bands

• Currency, Trading cards

• Worksheet for each child

We used same material which we

already used in Read India

classes.

•In the group of number recognition, difficulty is faced to manage large number of children.

•Problem is faced due to non ability of reading when asked for individual solving of sums.

• Irregularity of students in the group.

• Infrastructural problem.

Hurdles

Outcomes

1 to 9 11 to 99

Add a Add B

Sub ASub B Mul A Mul B Div0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

29.4

15.7

0.0

10.88.8

10.38.8

7.45.9

12.7 12.7

0.0

8.35.9

9.88.3 7.4

5.4

Phase 1

PrePost

1 to 9 11 to 99

Add a Add B Sub A Sub B Mul A Mul B Div0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

4.9

14.1

0.0

12.9

9.2

3.7

15.3

11.7

27.6

0.0

4.9

0.0

10.4

6.1 6.7

17.8

13.5

39.9

Phase 2

PrePost

Fraction

Understanding the introduction of fraction is easier than operations of fraction.

A B C D E F0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

63.9

6.83.4

0.7 0.7

8.2

73.5

38.8

26.5

16.312.9

24.5

Phase 1

PrePost

A B C D E F0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

73.6

31.9

26.4

16.012.5

21.5

76.4

56.3

43.8

26.4

18.1

34.0

Phase 2

PrePost

In CG

Improvement in number recognition children

Num R

ecog

(1-9

)

Num R

ecog

(11-

99)

Additi

on (B

)

Subt

ract

ion

(A)

Subt

ract

ion

(B)

Multip

licat

ion

(A)

Multip

licat

ion

(B)

Divisi

on0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

Non Llinear method

PrePost

Noth-ing

0-9 10 to 99

Sub Div0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

40.0

Linear method

Pre - testPost - test

Fraction test who are in number recognition level

Children who are in number recognition level can also

recognize fraction

1 to 9 11 to 99

A B C D E F0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

35.3

64.7

17.6

0.0 0.0 0.0 0.0 0.0

11.85.9

76.5

47.1

5.90.0 0.0 0.0

Phase 1

PrePost

1 to 9

11 to 99

A B C D E F0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

23.529.4

82.4

11.85.9

0.0 0.0 0.00.0

11.8

100.0

88.2

0.0 0.0 0.0 0.0

Phase2

PrePost

•Non linear method is more effective for children who are in number recognition level.

•Confidence and interest level of children shoots upwards due to changing group .

• For improvement in child’s learning various other competences other than decided are to be framed.

• Increases volunteer’s confidence in teaching.

•Children gets more time for practicing in this session.

•Capacity building on CRL’s.

Learning

Few Thin

gs

…

There are some additional things related to learning subject Math

which we do teach to students but we don’t evaluate at this level